Meeting the Demands of No Child Left Behind满足了没有孩子的要求.pptVIP

No Child Left Behind: A Challenge for Special Education Meeting the Challenge Through Collaborative Leadership and Systemic Change Judith Moening North East I.S.D., San Antonio, Texas NCLB: A Challenge to the Traditional Model of Special Education Traditional model of special education Serving students with disabilities at their functional level Pulling students with disabilities out of general education to provide instruction No Child Left Behind Requires assessment of all on grade level standards Requires all students to demonstrate progress along a single standard No Child Left Behind What did North East do? Reflect Examined data and our practices about teaching and testing students with disabilities Compared ourselves to state on key statistics Revise Abandoned practice of teaching and assessing special education students below grade level Created the Data Coaching framework as a way to collaboratively guide and support individual campuses Retool Utilized Data Coaching for ongoing review of campus progress and adjustment of campus practices along the way Sources of Support Leadership for Equity and Excellence – book study with campus administrators Presentation by authors at district wide administrative meetings – Jim Scheurich and Linda Skrla Data Wise Project – Harvard Graduate School of Education Provided framework for Data Coaching process Equity Consciousness Four central beliefs: Repeated at all leadership meetings 1) All children are capable of high levels of academic success; 2) Academic success equitably includes all student groups; 3) Adults in schools are primarily responsible; 4) Traditional school practices result in inequity and must be changed. Percentage of Special Education Students Served in SPED Setting for More Than 50% of School Day `` Central Office Data Coaching Teams Division of Instruction led by Chief Instructional Officer for district Mixed teams of Curriculum, Special Education, Title I, ELL, Educational Techno